Curriculum Guide Fun Float Facts With a car full of these items you can only be in Michigan! With a white tail deer, beaver, and a robin in the driver’s seat, you are surely headed on a vacation in the Great Lakes State. The Mackinac Bridge connects this two-piece float. If the hood ornament on this car was a real sandwich, it would weigh over 20 pounds. Just one of the cherries on this float would be enough to make 62 cherry pies. The Parade Big Red Chair Energy Celebrate Detroit Innovators It's a Michigan Thing Company Sam I AmI Can Rhyming ReadCounting GameTelling with CuriousTimeShapes with George with WeThomas SpotNeed YOU –How did you getCadillaqua here –The Anna ScrippsName Whitcomb thatInvention Landmark Name – Timeline thatTelegraph InventionThank Station you,Flip Mr.Books EdisonMackinacCitizen Bridege Involvement – TimelineCaring in for GreatBuilding the LakesGreatFruity throughLakes MapsSave History our Lighthouses!Float Creation You’ve gotWE a NEED BIG Paradehead YOU PrimaryParade Documents Primary 1 Documents 2 Migration to Detroit Migration to Detroit II Conservatory the Mackinac Bridge Public Service Announcement Citizen Involvement in the Parade Math Geometric shape, properties, and mathematical arguments Location and spatial relationships Spatial reasoning and geometric modeling Transformation and symmetry Problem solving involving measurement Meaning, notation, place value, and comparisons Number relationships and meaning operations Techniques and formulas for measurement Units and systems of measurement English Language Arts Writing Genre Process Personal Style Grammar & Usage Spelling Handwriting Writing Attitude Reading Comprehension Critical Standards Informational Text Word Recognition and Word Study Reading Attitude Fluency Speaking Conventions Discourse Social Studies * Values and Principles of American Democracy Living and Working Together Michigan History ** Role of Citizen in American Democracy Identifying and Analyzing Public Issues Persuasive Communication Citizen Involvement Inquiry Public Discourse and Decision Making The World in Spatial Terms Places and Regions Human Systems Environment and Society Market Economy National Economy Use historical thinking to understand the past Understand the eects of human-environment interactions Purposes of Government Science Inquiry process Inquiry Analysis and Communication Reection and Social implications Fluid Earth Earth Systems Heredity Evolution Ecosystems Energy Science Processes Inquiry Process Reection and Social Implication Organization of Living Things * If the class is required to complete their oats on a topic being explored in social studies the lesson would integrate into those glce’s in countless ways. ** Michigan or United States History (dependent on the gures) Dear Educator, Thank you for considering a field trip with The Parade Company. We have worked extensively with Eastern Michigan University’s College of Education to design lessons and classroom extensions that align with the Michigan Department of Education’s Core Curriculum framework. Within this book you will find activities that you can utilize before or after your field trip that will focus students on important components of the “It’s a Michigan Thing” float. You will also discover lesson extensions that meet the GLCEs, as well as references and resources you can use in your classroom. If we can be of any further assistance as you plan your trip to the Parade Company, please don’t hesitate to contact us! It's a Michigan Thing! Grade Level 2nd – 4th Mackinac Bridge – Timeline Procedure 1. Divide students into small groups of two or three students. 2. Using this guide, ask students to conduct research about the Description Mackinac Bridge in order to answer the following questions: a) How did the idea of building the Mackinac Bridge originate? Students will create a chronological timeline of the creation of the b) What reasons did some citizens give in favor of building Mackinac Bridge. the bridge? c) Why were some citizens against building the bridge? d) What were the major events that occurred from the first idea Time Frame for the bridge until it was actually in use? Three to four lessons e) Who helped create the bridge? f) Describe the effects the bridge had on Michigan, especially Learning Objectives the communities in which it is located. 1. Students will identify the 3. Allow students plenty of time (30 – 45 minutes) to complete important events in the research and to download pictures of the bridge at different planning, building and use of the periods of time. (Use the websites found in the resource section Mackinac Bridge by creating a of this planner). chronological timeline. 4. Provide each small group with a long sheet of bulletin board 2. Students will analyze the impact paper and have them develop a chronological timeline. Be sure of the Mackinac bridge on the to have students add pictures and drawings to add interest to communities in which it the timeline. is located. 5. Have each student write a paragraph describing what happened after the bridge was built. Supplies Access to the Internet and a printer, Michigan Content Standards and Benchmarks Alignment library books about the Mackinac Bridge (see resource section), a Social Studies Science long sheet of bulletin board paper, m Living and Working Together m Earth Systems markers and glue. m Michigan History m Ecosystems m The World in Spatial Terms English Language Arts Extension activities m Places and Regions Reading that meet the GLCEs m Human Systems m Comprehension m Enviroment and Society m Critical Standards m Have each small group build a replica of the bridge using m Role of the Citizen in American m Informational Text blocks, legos, and scrap Democracy Writing materials or -- if you are very m Market Economy m Genre adventurous -- candy and m National Economy m Process cookies on a Friday afternoon! m Identifying and Analyzing m Grammar and usage m Discuss the movement of Public Issues Speaking m goods on the bridge. Persuasive Communication m Conventions m m Discover the impact the bridge Citizen Involvment m Discourse had on the environment and on tourism in Michigan. Mackinac Bridge – Timeline – 4 Time Frame Three to four lessons It's a Michigan Thing! Grade Level 2nd – 4th Learning Objectives Citizen Involvement in Building the 1. Students will investigate citizens’ responses to the proposal for Mackinac Bridge building the Mackinac Bridge. 2. Students will formulate an opinion Description on the proposal for the bridge. Students will research how citizens responded to the idea of the 3. Students will identify their Mackinac Bridge being built in their communities. position through the creation of a lawn sign. Procedure Supplies 1. Divide students into small groups of two or three students. 2. Ask them to research the Mackinac Bridge and answer the Access to the Internet and a questions: printer, library books about the Mackinac Bridge, 8 ½ x 11 paper, a. What were citizens’ attitudes toward the bridge being built? pens, 11 x 14 paper. b. What reasons were given by citizens to build the bridge? c. What reasons did citizens give regarding why the bridge did not need to be built? Extension activities that meet the GLCEs d. How did citizens participate in this decision? Is there a controversial issue 3. Divided the small groups equally between supporting and not occurring in your community? supporting the bridge. Have students follow the same 4. Have each group write a letter to the Editor regarding their procedure and analyze the more assigned position. current debate. 5. Have each group share their letter with the class. 6. Have students create a lawn sign that clearly demonstrates what side of the issue they support. Michigan Content Standards and Benchmarks Alignment Social Studies Science m Living and Working Together m Earth Systems m Michigan History m Ecosystems m The World in Spatial Terms English Language Arts m Places and Regions Reading m Human Systems m Comprehension m Enviroment and Society m Critical Standards m Role of the Citizen in American m Informational Text Democracy Writing m Market Economy m Genre m National Economy m Process m Identifying and Analyzing m Grammar and usage Public Issues Speaking m Persuasive Communication m Conventions m Citizen Involvment m Discourse Citizen Involvement in Building the Bridge – 5 Description Students will paint a large replica It's a Michigan Thing! of a Great Lake, experience how the lake is polluted, and discuss Grade Level 2nd – 4th possible ways to stop the pollution. Caring for the Great Lakes Time Frame Procedure Three to four lessons 1. Tell students that each of them will be creating a replica of one of the Great Lakes. Allow them to choose which one they will Learning Objectives be replicating. 1. Students will produce a replica of 2. Cut a sheet of white bulletin board paper into an eight foot long one of the Great Lakes. piece and secure on uncarpeted floor with masking tape. (Use as little masking tape as possible so the project doesn’t tear when 2. Students will identify causes of you untape it.) pollution in the lake. 3. Place white and green paint into individual containers. Do the 3. Students will propose solutions to same for a variety of blue paints. the pollution. 4. Divide the students into small groups and allow each group to paint a portion of the lake until the entire paper is painted. Supplies 5. Allow to dry overnight. Large bulletin board paper, a variety 6. On the next day, mix up paint in a variety of colors for students to of paint colors, paintbrushes, script paint fish, plants and other living things found in the chosen lake. (found in Appendix), garbage (i.e. 7. Allow to dry overnight. plastic bags, paper scraps, and note cards for students (see Appendix) 8. Divide class into partners. Have one partner stand on the left side of the lake, directly across from the partner standing on the right side of the lake.